This paper presents the results of the evaluation of the North York French immersion program at kindergarten, grade 1 and grade 2. The evaluation included the pupils enrolled in the first class established at each grade level, and focussed on the following four questions: (1) Are pupils developing competence in the French language; (2) Is the development of reading and arithmetic skills comparable to that of pupils in an English-only program; (3) Are pupils developing a positive self-image; and (4) Has the development of intellectual and cognitive abilities been hindered as a result of instruction in a second language? In addition to data gathered each year from pupils participating in the program, their parents were asked to complete questionnaires regarding their opinions of the program, as well as their general attitudes toward French and toward learning a second language. The report is divided into two major sections. Part 1 describes both the method for collecting data from pupils, and the results of the data analysis for each of the three grade levels, respectively. Part 2 outlines the results of the parent questionnaires distributed each year. (Author/CLK)